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T.Jordan Dissertation.pdf (706.13 KB)

ETD Abstract Container

Abstract Header

Underrepresented Groups in Dual Enrollment Programs: Identifying and Removing Barriers

Jordan, Tammi C
http://orcid.org/0000-0002-4666-6954
http://rave.ohiolink.edu/etdc/view?acc_num=ashland1588266804466904

Abstract Details

2020, Doctor of Education, Ashland University, College of Education.
This qualitative dissertation investigated issues affecting the dual enrollment participation rate of students from economically disadvantaged backgrounds, racial minority groups, and potential first-generation college-goers. Through semi-structured interviews, eight high school seniors, from underrepresented groups, shared their knowledge of Ohio's dual enrollment program, College Credit Plus. Culturally relevant teaching and culturally responsive leadership theory served as the framework to address the research questions: (a) Why are students of color, students from economically disadvantaged backgrounds, and potential first-generation college-goers participating in dual enrollment programs at a lower percentage rate than peers not from one of these groups? and (b) What strategies might local school districts, colleges, and universities employ to increase the participation of students who are underrepresented in dual enrollment? Study findings related to lower participation rates include insufficiencies in student knowledge, understanding, and encouragement or support; program qualifications; and access issues. Increasing dual enrollment participation of underrepresented students requires students taking ownership or responsibility for their learning and taking advantage of opportunities presented to them. In addition, school districts, colleges, and universities should develop strategies to provide personal communication and encouragement to reach these underserved groups.
Judy Alston, Ph. D. (Committee Chair)
James Olive-Liebhart, Ph. D. (Committee Member)
Tanzeah Sharpe, Ed. D. (Committee Member)
112 p.
Educational Leadership; Higher Education; Secondary Education
dual enrollment; underrepresented students; students of color; economically disadvantaged students; first-generation college goers; College Credit Plus; barriers

Recommended Citations

Citations

  • Jordan, T. C. (2020). Underrepresented Groups in Dual Enrollment Programs: Identifying and Removing Barriers [Doctoral dissertation, Ashland University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1588266804466904

    APA Style (7th edition)

  • Jordan, Tammi. Underrepresented Groups in Dual Enrollment Programs: Identifying and Removing Barriers. 2020. Ashland University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ashland1588266804466904.

    MLA Style (8th edition)

  • Jordan, Tammi. "Underrepresented Groups in Dual Enrollment Programs: Identifying and Removing Barriers." Doctoral dissertation, Ashland University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1588266804466904

    Chicago Manual of Style (17th edition)

ashland1588266804466904
449
© 2020, all rights reserved.
This open access ETD is published by Ashland University and OhioLINK.